Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

, such as multi-layered and culturallyrelevant mentoring and support, in amplifying the participants’ resilience and personal andprofessional development. The three participants’ community-serving mindset and authenticreciprocity with high school students prompted them to become reflective and critical advocatesof the program’s original intent. As a result, they played a pivotal role in fulfilling the ultimategoal of institutional collaboration—diversifying the STEM workforce.IntroductionDiversity is widely recognized as a pivotal factor for innovation and ground-breakingtransformation in scientific research [1]. As a result, the National Science Foundation (NSF) andother federal funding agencies have long supported the creation of diverse

Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahjah Marie Johnson, University of Cincinnati; Samieh Askarian Khanamani, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Whitney Gaskins, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

journey as scholars totransform scholarly and cultural practices in STEM. In doing so, our research aim is to approachSTEM topics that decenter whiteness beginning with our own assumptions and biases throughreflection and dialogue. Mejia et al state “ a lack of reflection prevents the cognitive andmotivational tools needed to liberate themselves from condition and historical factors that thathinder their development” [13, p. 2]. Our approach towards liberation is understanding thelimitations of scholarship and praxis when whiteness is not decentered from the conversation andperspectives. Much scholarship about gendered experiences is often framed in a Eurocentric

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tingjun Lei, Mississippi State University; Timothy Sellers, Mississippi State University; Chaomin Luo, Mississippi State University; Gene Eu Jan, Tainan National University of the Arts ; Zhuming Bi, Purdue University, Fort Wayne

Tagged Divisions

Computing and Information Technology Division (CIT)

observed but no long-term career outcomeevaluation. These studies collectively demonstrate the positive impact of inquiry-based learningin scientific education, albeit with a need for more extensive, long-term evaluations.Dickerson et al. [20] employed a distinctive approach to foster reflection among engineeringstudents within the context of a digital circuits course. This method integrated computer-basedsimulation for digital circuit design with reflective thought prompts administered after a midtermexam for post-exam analysis and contemplation. The study also underscored the significance ofemploying thought-provoking question prompts designed to voluntarily elicit comprehensivereflections after a significant milestone event, such as a midterm

Conference Session

MECH - Technical Session 11: Integration of Problem-Solving and Design Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Luann Foster

Tagged Divisions

Mechanical Engineering Division (MECH)

perform the experiment and complete predictionsand reflections, and the (then preliminary) research indicating the effectiveness of the activitiesto correct student misconceptions. The instructor incorporated these activities into a laboratorycourse (details provided below).Assessment InstrumentsIn order to assess the impact of the change to a PBL pedagogy and the addition of inquiry-basedactivities, this paper reviews 12 years of student comments from the engineering program’sSenior Survey as well as 10 years of pre/post student responses to a concept inventory.Each year, a week or two before graduation, senior engineering students are emailed a link to theSenior Survey. Since students typically take the heat transfer course in their third year

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lazlo Stepback, Purdue University ; Joey Valle, Purdue University

Tagged Divisions

Community Engagement Division (COMMENG), Engineering Ethics Division (ETHICS)

engineer within society byupholding an alignment of industry over engineering reflective of a hegemonic adherence tobusiness professionalism [1, 2, 3]. The ideology of business professionalism, described in moredetail to follow, advances beliefs that engineers are, and should be, unshakably beholden tocapitalist corporate owners and the industries they extract profit through [3]. In this paper, weexamine the historically anti-union attitudes and actions of the National Society of ProfessionalEngineers (NSPE), and their adherence to the ideology of business professionalism, throughanalysis of ethics case studies published by their Board of Ethical Review (BER). As an advocateof professional engineering licensure and as leaders in engineering ethics

Conference Session

Experiential Learning in ET Programs II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anne M. Lucietto, Purdue University ; Dyane Roesel, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

curriculum. This proactive approach allowsfaculty to align the content with students' existing knowledge, making it more accessible andrelatable. Recognizing the importance of building on prior understanding, instructors can bridgegaps and create connections between new concepts and what students already know. Thisfacilitates a smoother learning process and fosters a sense of relevance and engagement.Adapting course materials to reflect students' beliefs ensures that the educational contentresonates with their experiences, promoting a more inclusive and effective learning environment.In essence, the thoughtful curriculum adjustment based on student's prior knowledge and beliefscontributes to a more personalized and meaningful educational journey [16

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

. Through shared narratives and self-reflection, studentslearn that struggle in engineering courses is normal and surmountable. Our prior work indicatesthat this message may serve as a protective mechanism for Black, Latinx, and Indigenous students’belonging and, subsequently, individual grades in their courses. As we continue to develop andstudy the intervention, we share our processes and additional findings in this paper. First, we reporton our initial efforts to assess fidelity in the implementation of the intervention by courseinstructors and the impact of the intervention on instructors. Second, we report on our continuedresearch studying the efficacy of the intervention on student outcomes.We hypothesize that the intervention is most

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Erin Bosarge, University of South Alabama

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

Learning Natural Interactionthe concept with detailed explanations and Societal Impactpractical examples. Medium coverage (1) Figure 6 AI4K12 Coveragedenotes a general discussion with somepractical applications, and low coverage (0) reflects minimal or no mention and engagement withthe concept. As part of this analysis, the data were extracted and organized using a spread sheet.Then using our scale, we scored each article based on its level of representation. The scores foreach article were then added together to obtain the total representation.4.2.2 Evaluation of AI4K12 Concepts in Selected ArticlesThe analysis revealed varied levels of engagement with the AI4K12 concepts across the articles:Perception: Two

Conference Session

College Industry Partnerships Division (CIP) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christina A. Pantoja, Campbell University; Joyce B. Main, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

) of the unfolding model of turnover.By creating and reflecting on Louise’s interpreted narrative and career journey map, we gain adeeper understanding of the tensions and difficult decisions Louise had to make along herengineering career journey. Without role models or career guidance, Louise experienced tensionin balancing the needs of her work and growing family. She felt pressure to decide between herfamily and work. She chose to stay home with her family and pursue part-time, flexibleengineering work; however, was unable to find a long-term position. Furthermore, she sought are-entry path into engineering for years, yet has never found a pathway back. If she could havefound a long-term, part-time engineering position she would likely

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; Bridget N. Bero, Northern Arizona University

Tagged Divisions

Design in Engineering Education

project (2 students); Project in senior level elective (2 students) Elect. Egr. 1st Semester Masters Project elective 3 Comp. Sci. Junior level project elective 3 Business Project in two senior level courses (Market Analysis, 10 Business management) Civil Egr. Project in junior level structures course 2 Architecture Final Masters Project 1The broad variety of curricular integration solutions was not intended and reflects the greatdifficulty we encountered in working to find acceptable ways to

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

paper is a single dimension of interdisciplinary understanding, criticalawareness. According to Boix Mansilla et al. (2007; 2009), the dimension of critical awarenessasks the question: “Does the work exhibit reflectiveness about the choices, opportunities, and limitations that characterize interdisciplinary work and about the limitations of the work as a whole, such as what an account failed to explain or what a solution could not address?”In the context of interdisciplinary engineering teams, the study presented here refocuses thisquestion to examine students‟ awareness of the interdisciplinary process as it relates tointerdisciplinary engineering project teams and the opportunities and limitations associated withthose

Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Calvin C. Jen, Calvin College; Tyler Scott Helmus, Calvin College; Steven H. VanderLeest, Calvin College

Tagged Divisions

Entrepreneurship & Engineering Innovation

the post-evaluation. Teachers can also share from their own work and personalexperiences, demonstrating the impact of the consideration of virtues on their own work,teaching, and lives – recounting how virtues have been helpful or even necessary to bring aninnovation to a marketable reality. We have the opportunity to push students beyond the typicalquestions, to set higher standards and goals for them, to encourage them to make a positivedifference in society and the global community of which they are all a part.Project reports can require students to also do reflection in writing. Learning is enhanced by Page 22.1390.11using a variety of

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of the identical solution. Studentsself-reflected on how they could improve their feedback. Students completed peer reviews oftheir MEA solutions the following week11. Page 22.1339.5B. Data CollectionAs previously stated, this paper reports on one piece of a larger study aimed at investigating therole of feedback in students’ model-development process. The larger study included collection ofcopies of student work, copies of peer feedback generated by students, copies of GTA feedback;video-recordings of teams of students making revisions to their solutions, and interviews withstudents as well as GTAs. This paper focuses on interviews with

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Edward Morris Barbanell, University of Utah; Maria Dawn Blevins, University of Utah

Tagged Divisions

Civil Engineering

water conflict.Essentially, we were poorly communicating the relationship of activities and lesson topics tolesson learning objectives and this was causing students to interpret the objectives and relevanceof the activities differently. We therefore created learning objectives for each lesson and made adirect connection to the topic of the lesson and activities in the lesson.JournalStudents were supplied with notebooks and required to record their thoughts, notes, discussions,etc. in journal. The objective was to encourage them to reflect during class and recall or sharetheir journals with others in the class. We anticipated more sharing of thoughts from journals insmall group discussions in class.Outside EventsWater issues in the western U.S

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

Crismond, City College of the City University of New York Page 22.283.1 c American Society for Engineering Education, 2011 David Crismond is an Associate Professor of Science Education at the City College of New York. Crismond’s main research interests revolve around K-16 science and engineering cognition and pedagogy, and teacher professional development in these areas. Crismond recently completed a collaborative NSF-funded project with Tufts University that developed software called the Design Compass that supports students’ reflective thinking while designing. With Purdue’s Robin Adams

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

education as following prescriptive steps that lead toward known conclusions andconsequently teach to this approach. The current implementation of science education frequently involves teaching inquiry asthe complex interactions between exploring and testing ideas, feedback and analysis from thecommunity, and the benefits and outcomes of research.6 The work of Herried is reflective of theattempts to align the processes of science taught in K-12 to the processes taken by professionalscientists as they engage in scientific inquiry. However, the wide variety of ways that inquiry ispresented in K-12 educational materials7 and the perception of inquiry as synonymous withdoing “good science”8 may prompt teachers to think that engaging students in

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Adrian Millward-Sadler, University of Applied Science, Graz; Annette Casey, Joanneum University of Applied Sciences; Frank Newman, University of Graz

Tagged Divisions

Cooperative & Experiential Education

into Page 15.574.3the subsequent year-group. Flexibility of subject choice is reflected within the projectsundertaken by undergraduates in the 2nd through 6th semesters, the industrial placement (in the7th semester) and finally in the choice of diploma thesis.English in the Department of Vehicle TechnologyAs well as the courses which would be expected in such a degree programme (for example inareas such as mathematics, computer aided design, strength of materials, thermodynamicsetc.) English as a Foreign Language (EFL) classes also make up a major component, being amandatory subject in the syllabus, required in six out of the eight total

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

team leaders and platoons and everything. Just like the whole chain of command.He goes on to talk about what he is expected to know and how he is expected to use that Page 22.69.11knowledge to help the freshmen.We can then ask how CBT contributes to identity development. While it is a highly structuredactivity, we also find that reflection on CBT is critically important. MilA cadets talk aboutrealizing later just how much they accomplished or just what they could do. In talking about thesummer military program in general Matthew said “Being able to like reflect on what I’ve donesince this is like, since this tests you, in different ways

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

inappropriate, toss them out.Step 5. Large Group Session: Review and Refine Themes.Reconvene the entire team. Each small group then reports its findings and lists the themes theydetermined in their session. The entire team should discuss the commonalities and differences inthe lists of group themes and combines, modifies, and refines them to determine a final list ofunique themes to reflect the distinct professional skills, competencies, and accomplishmentsexpected of program graduates after three to five years of employment. Most programs will findthat they will have four to eight final themes.Step 6. Small Group Session II: Draft Objectives Statements.Divide the team into three to five groups. Distribute the themes among these smaller groups witheach

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Petroleum Institute

Tagged Divisions

Design in Engineering Education

,particularly in North America, continuing to reflect the recommendations made in the 1955Grinter Report.[12] Based on this five decade old report, engineering schools chose to focus on ascientifically oriented curriculum that emphasizes the basic sciences, mathematics, chemistry andphysics through a core set of six engineering sciences, ignoring concurrent calls to includeprofessional and social responsibilities in the curriculum. As May and Strong[10] point out, “Fivedecades after this report was published, how many engineering schools can truly claim that theirprograms have evolved in terms of core content and methods of instruction in order to maintainpace with modern professional engineering practice?”The Accreditation Board for Engineering and

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

wording was consistent with ABET definitions which are generally difficult todefine clearly, and 2) the addition of four new outcomes focused on additional Page 22.141.2professional topics and discipline depth. Very quickly it was determined by mostprograms and ASCE that the discipline depth could only occur at the Master’s level withlarger breadth occurring at the undergraduate level. The addition of professional skillsabove what even ABET2 EC2000 requires reflects greater recognition of the importanceof the development of professional skills at the bachelor’s level. How/Where are thesesupplementary professional topics to be included in the current

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

genres and for effective work on teams (e.g., acapstone course with writing and presentation components, research reports). These experiencesshould prepare CE graduates for the exigencies of the workplace. However, considerable concernabout the communication skills of CE graduates is reflected in the significant attention devotedto studying and improving both the communication training and student proficiencies by facultyand researchers who publish in professional engineering education journals (e.g., Journal ofProfessional Issues in Engineering Education and Practice; Journal of Engineering Education)and present at conferences such as those sponsored by ASEE and Frontiers in Education (FIE

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Sunni Newton, Georgia Institute of Technology; Lydia Soleil, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

categories, therate was about 90%; please note that this figure is based on a limited data set of those schools forwhich data could be obtained. It is not clear if this data set is reflective of the full set of 288 U.S.research and doctoral granting institutions.Table 2: Count of Schools with Teacher Preparation Programs & Courses # and % of schools for # and % of schools reporting that which data was they offer the course/program obtainedPreparing Future Faculty program 80 (27.8%) 72 (90%)Teaching certificate program 90 (31.3%) 81 (90

Conference Session

Engineering Education Research

Collection

2004 Annual Conference

Authors

Turns Jennifer; Atman Cindy; Angela Linse; Karl Smith

, and interdependence – within a project managementframework.More recent change research appears to blend the two approaches. For example, Gosling andMintzberg (2003) note the “dominant model of managing change is Cartesian: Action resultsfrom deliberate strategies, carefully planned, that unfold as systematically managed sequences ofdecisions.” However, they counter, “change, to be successful, cannot follow some mechanisticschedule of steps, of formulation followed by implementation. Action and reflection have toblend in a natural flow.”These two primary categories of change, staged and complexity, provide us with a usefulframework for organizing the various models of change.In the subsequent section, we further constrain our investigation of

Conference Session

Ethics & HSS in Engineering

Collection

2004 Annual Conference

Authors

Lee Harper

management; the optimal approachis a combination of tight and loose coupling among elements (think of the trusses and their rolesin raising the building, supporting its structure, and resisting fire) that is impossible to achieve inpractice.25, 27 “[T]echnology cannot be made safe by adding extra safety systems, for that onlyincreases its complexity and creates more ways for something to go wrong.”27 Risk managementremains what it will always be, an inexact science to the extent that it is scientific at all. There is no such thing as a perfectly rational approach to risk. Engineers hate to admit that, but it’s true. Every judgment about risk, even those made by scientists, reflects the culture in which it was formed.27

Conference Session

Special Topics

Collection

2002 Annual Conference

Authors

Mary Ayre; Julie Mills

interests, a different range of talents…; those who want to work with people rather than machines and numbers, those who care about social relations. Too often it is the female students who are put off.” [p. 173]. Page 7.177.2 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering EducationLewis [10] remarks that in the engineering curriculum “The research questions, methods, criteria of success, and styles of teaching are male defined, and consequently, the knowledge itself reflects a bias towards a

Conference Session

Assessment-Driven Practices in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Curt Schurgers, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Alex Phan, University of California, San Diego; Huihui Qi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Marko V. Lubarda, University of California, San Diego

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

the course. This approach is rooted in the work on early intervention strategies.The idea is to focus on at-risk students. In this context, we do not consider the oral assessmentprimarily as being part of a summative assessment strategy. Instead, it is designed to be a touchpoint for a meaningful one-on-one interaction between a student and a member of theinstructional team. The value of early interventions for at-risk students is to increaseconnectedness to instructional staff and resources, and student engagement and self-efficacy. Theoral assessments were implemented explicitly with this focus. We also considered additionalbenefits, such as serving as formative assessments for the students to reflect on their level ofconceptual mastery and

Conference Session

Track 1: Technical Session 7:Beyond Math Readiness: Understanding Why Some Women Pursue Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olivia Ryan, Virginia Tech Engineering Education; Susan Sajadi, Virginia Tech

Tagged Topics

CoNECD Paper Sessions, Diversity

emerging themes.‬‭ rustworthiness‬T‭Reporting on the quality, credibility, and validation of qualitative research is the best practice to‬ ‭ensure the study's trustworthiness‬‭[47]‬‭. In engineering‬‭education, Walther et al.‬‭[48]‬‭provide‬ ‭validation strategies to ensure the quality and trustworthiness of qualitative research.‬‭ heoretical validation of a study should reflect the complexity of the lived experience under‬T‭investigation. This can be validated through the use of an opposing case analysis. As can be seen‬ ‭in the findings, different factors had opposing narratives emerge. Considering alternative or‬ ‭opposing perspectives is particularly important to ensure the reliability of a case study‬‭[43]‬‭.‬ ‭Communicative validation of

Conference Session

Design, Creativity and Critical Thinking in the Chemical Engineering Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Troy J. Vogel, University of Illinois, Urbana-Champaign

Tagged Divisions

Chemical Engineering

individuals to teams or assess an individual’s fitness for a particular careerpath.5,6,7,8,9,10 These studies often produce conflicting results surrounding the benefits of teamdiversity or homogeneity of personality type,5,8 which limits the possible impact of the researchon engineering pedagogy. While some MBTI types may be statistically more likely to be theleader of a team or pursue a particular career, any type can excel in any position or field giventhe proper self reflection and knowledge of MBTI type. The value of this team training aspect ofMBTI is often overlooked or mentioned as an afterthought.5,10 Further, because of this aspect ofMBTI type, some studies discard the MBTI instrument in favor of other, more prescriptiveinstruments.6,7Rather

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Caitlin H. Wasilewski, Seattle Pacific University

Tagged Divisions

Educational Research and Methods

, especially concerning class sizes, access toresources, and community. The most salient are differences in class size as smaller universitiestend to have smaller class sizes as seen in our two study populations. Several studies haveexplored differences in class size and have noted that while grades do not explicitly reflect Page 24.1025.5knowledge gains, there is a negative relationship between grades and class size 40. In K-12  environments it has been shown that smaller classes offer faculty the opportunity to giveattention to individual students leading to increased individualized learning and the greaterfrequency of support for active